The leadership team has maintained the good quality of education in the school since the previous inspection. You have led the school through a period of significant challenge since the previous inspection. You have led with determination and rigour to create stability following a period of considerable change. You have a clear vision for the school. Through well-focused and effective curriculum development you are now dealing with the academic challenges facing the school. Prior to this, school priorities, such as improving the most able pupils’ reading, writing and mathematics skills, were temporarily overshadowed by the need to establish effective pastoral care and support for the staff and pupils. This led to a decline in standards, reflected most recently in the 2016 key stage 1 and 2 end of year assessments. However, staffing and teaching are now stable. Consequently, this year, pupils are making accelerated progress as you and your staff provide them with a good all-round education. This, combined with a strong, coordinated drive for improvement from governors, has ensured that the school has recovered well after a dip in its performance. Since the previous inspection, there has been a significant increase in the number of pupils on roll. You believe this increase is a result of your strong reputation within the locality for being able to provide effectively for pupils who have special educational needs and/or disabilities. You and your staff are well prepared for the challenges this sometimes brings. Effective teaching and pastoral support ensure that these pupils settle quickly and make the progress expected by leaders. Pupils’ behaviour in and around school is exemplary. The school’s environment is calm and purposeful. Pupils and parents value the enhanced curriculum opportunities, such as outdoor learning. During lessons, pupils across the school are focused, respectful and attentive. All pupils I talked to on inspection said that they enjoyed school and felt inspired by their learning. Leaders, including governors, are working on the right aspects for improvement. Governors are knowledgeable about the work of the school and make regular visits to see how well pupils are learning. They provide effective challenge and support to school leaders. Governors carefully check that additional funding is having a positive impact for disadvantaged pupils. Following a recent dip in achievement, leaders took decisive action to use this funding more effectively to benefit pupils. You are now targeting support more precisely to ensure that these pupils achieve as well as their classmates. However, further work is required to help middle leaders respond swiftly to address any gaps in learning in mathematics for those pupils who need to catch up. Middle leaders need to ensure that expectations of what pupils could and should achieve in mathematics in Years 3 and 4 are suitably high. At the previous inspection, you were asked to further improve the quality of teaching and level of challenge for pupils of all abilities to achieve their full potential. You were also asked to continue to raise standards of attainment in mathematics and English by providing plentiful opportunities for pupils to use and develop their numeracy and literacy skills in meaningful contexts in a range of subjects. Your work in this regard is effective. Apart from the recent dip in 2016, pupils’ achievements in English and mathematics are rising. Teaching of literacy throughout the curriculum is strong, especially for the most able. Pupils have regular opportunities to write for purpose; for example, pupils perfect their skills in writing instructions through practical physical education lessons. This approach has strengthened teaching and resulted in a more precise focus on including literacy in other subjects, such as history and geography. However, some aspects of mathematical development could be strengthened further by, for example, providing more opportunities for pupils to solve logic and reasoning problems in subjects such as science. The school’s curriculum has been reviewed and provides a wide range of interesting and stimulating activities. Topics in science, history and geography are capturing pupils’ imagination. You have created a bespoke curriculum, combining learning about local priorities with a wider understanding of the world as a global community. Tolerance and respect for others and an understanding of democracy are promoted well through the curriculum and, as a result, pupils are well prepared for life in modern Britain.